Flexible Learning Pathways in Ohio and Prior Learning

Assessment (PLA) in the US

Penny Poplin Gosetti, Ph.D.

Interim Vice Provost and Associate Professor

The University of Toledo

June 18, 2010

Adult and Life Long Learning

“Studies show that older students are more motivated and focused than many younger students who do not have the same economic pressures to succeed. But motivation can only go so far without the support of the system to help them along the way.” University System of Ohio Strategic Plan (p. 56)

Presentation Topics

• Flexible Pathway Opportunities in Ohio

• Prior Learning Assessment (PLA)– Methods– Findings from a National Study

• Issues and Opportunities

Course Integration and Flexibility

Integrated course and program network among all community colleges.•Flexibility•Ownership of courses•Incentives for development and sharing of course materials

More flexibility than traditional courses in times, locations and duration and more online courses.

Transferability of 2-year Degree and Career-Technical and Apprenticeship Programs

•A high school diploma or GED provides access to a community college. General Associate degrees fully transfer to a university.

•Adult career-technical and apprenticeship programs are being included in the transfer system (CTAGs) so courses and certificates will meet standards sufficient for college credit.

– Learning outcomes developed in 5 technical areas

Transfer and Articulation

Students know in advance the courses and programs guaranteed to transfer and apply to their degree program. This includes general education, prerequisite, and beginning courses in their majors.

College Readiness

Adult Basic and Literacy Education (ABLE) programs build network of adult education programs focused on college readiness.•Provide alternative path to college•Provide choices for “college prep” classes

Stackable Certificates provide pathway to career-oriented postsecondary training and economic success through a series of pre-college and college-level certificates that help build academic and technical skills.

Experiential Learning

• Compact or agreement executed with business community to substantially increase number of students participating in internships and co-ops.

• Higher education serves needs of businesses to train their incumbent workers; businesses will enroll more workers into training programs that receive college credits or are transferable as credits.

Skills Bank

The Board of Regents is leading the Ohio Skills Bank (OSB) to link workforce supply and demand at the regional level. Ohio Skills Bank regional teams will also facilitate articulation and transfer between adult workforce centers and community colleges.

Prior Learning Assessment

Means of awarding college credit for learning outside the classroom (e.g., corporate training, work experience, civic activity, independent study) when evidence exists that: •the learning experience is similar in content, depth, and breadth to what is considered college-level learning. •the learning experience occurred AND the experience was purposefully reflected upon and integrated, to yield explicit knowledge and skills.

PLA Methods – American Council on Education (ACE) Guides• Faculty evaluator teams review and make

college credit equivalency recommendations for formal instructional programs offered by non-collegiate agencies, both civilian employers and the military

• Credit recommended by ACE awarded solely at discretion of a college or university.

PLA Methods – Examinations

• College Level Examination Program (CLEP)

• DANTES Subject Standardized Tests (DSST)

• Advanced Placement (AP) Exams

PLA Method – Local

• Challenge Exams (credit by exam) – local tests developed by a college to verify learning achievement

• Evaluation of Local Training – program evaluations done by individual colleges of non-collegiate instructional programs

• Transcript Analysis and Articulation Agreements

PLA Method – Portfolios

• Experiential Learning Assessments (Portfolio Assessment) – also known as individualized student portfolios or interviews

Standards for Assessing Learning Portfolios (CAEL)• Award credit for learning, not for experience.• Base assessment on standards and criteria for level of acceptable learning that are both agreed upon and made public.

• Treat assessment as integral part of learning, and base it on understanding of learning processes.

• Use appropriate subject matter and academic or credentialing experts to determine credit awards and competence levels.

• Ensure credit is appropriate to the context in which it is awarded and accepted.

Standards for Assessing Learning Portfolios (CAEL)

• Clearly describe what learning is being recognized for credit. Monitor awards and transcripts to avoid duplicating credit.

• Disclose and make prominently available policies, procedures, and criteria applied to assessment, including provision for appeal.

• Base fees charged for assessment on the services performed in the process, not on the amount of credit awarded.

• Provide adequate training and continuing professional development.

• Monitor, review, evaluate, and revise assessment programs to reflect changes in the needs being served, the purposes being met, and the state of the assessment arts.

Council for Adult and Experiential Learning (CAEL)• Establishes and disseminates standards for

awarding credit through assessment • Trains faculty evaluators• Conducts research on outcomes of these efforts. • Encourages institutions to offer a range of PLA

assessment options, but places special emphasis on the portfolio method of assessment.

CAEL National Study of Prior Learning Assessment• Multi-institutional study on PLA and adult

student outcomes. • Examined records of 62,475 students at 46

US and 2 Canadian colleges and universities. • Followed the 7-year academic progress of

subjects from the cohort of adult students (aged 25 or above) who matriculated at these institutions in 2001-2002.

Findings: PLA and Graduation RatesPLA students had much higher degree-earning rates than non-PLA students. 56% of PLA students earned a postsecondary

degree within 7 years, compared to only 21% of non-PLA students.

Bachelor’s: 43% of PLA and 15% of non-PLA Associate’s: 13% of PLA students and 6% of

non-PLA

Findings: PLA and Persistence

• PLA students who did not earn degrees were more persistent in terms of credit accumulation than non-PLA students

• PLA students earned more institutional course credits, on average, than non-PLA students

• PLA students who did not earn degrees had stronger patterns of annual enrollment and credit earning than non-PLA students who did not earn degrees

Findings: PLA and Time-to-Degree

• PLA students earning bachelor’s degrees saved an average of 2.5 - 10.1 months in earning degrees, compared to non-PLA students earning degrees.

• PLA students earning 13-24 PLA credits saved an average of 6.6 months, and those earning 49 or more PLA credits saved an average of 10.1 months.

• PLA earners with associate’s degrees earned degrees 1.5 - 4.5 months faster, on average, compared to non-PLA students earning degrees.

Findings: Institutional Policies and Student OutcomesThe greater the flexibility the student has for using PLA credit, the better the academic outcomes•PLA credit can be used to obtain advanced standing at the institution•PLA credit can be used to waive course prerequisites•PLA credit can be used to meet general education requirements•PLA credit can be used to meet program/major requirements

Findings: Uses for PLA CreditPLA credit can be used:

• to meet elective requirements (94%), • to meet general education requirements (88%)• to meet program/major requirements (79%)• to obtain advanced standing (69%) • to waive course prerequisites (67%)

Few institutions said that PLA could be used to meet prerequisites for graduate programs or to fulfill residency requirements

Findings: Uses for PLA Credit• Apply PLA credit as “lower division” credit

(100%)

• Apply PLA credit as “upper division” credit (75%)

• Limit PLA credit to specific departments/programs (38%)

• Limit number of credits used toward degree (80%)

• 64% offered 5 or more methods; 84% offered 4 or more methods

Issues

• Cost • Standards and Quality Assurance• Consistency of Assessment• Transferability of Credit• Flexibility

• Fueling the Race to Postsecondary Success www.cael.org/pdf/PLA_Fueling-the-Race.pdf